Comparative Analysis of History Curricula in Secondary Education: A Case Study of Egypt and Australia

Abstract

This research paper provides a comparative analysis of two history curriculum documents in secondary education, focusing on the case studies of the Arab Republic of Egypt and Australia. It aims to explore the similarities and differences in the content, approach, values, standards, objectives of history curricula, and methods of evaluating them in both countries. This research also provides insight into how these countries shape their students' understanding of the past. The paper begins by highlighting the importance of history education in promoting critical and analytical thinking, cultural awareness, and the formation of national identity. It then sheds light on the educational system of both countries, and delves into a comprehensive review of the forces and factors influencing the educational system and building history curricula in the Arab Republic of Egypt and Australia, taking into account the basic philosophies and guiding principles. Comparative analysis reveals clear differences, including differences in time scale, treatment of controversial topics, and degree of multicultural representation, and by highlighting the strengths and weaknesses of both approaches; This can contribute valuable insights to educational policy makers, teachers, and curriculum developers seeking to enhance the effectiveness and importance of history teaching in secondary education. In the end, the results of this research confirm the urgent need to develop Egyptian history curricula at the secondary level, as well as providing a set of recommendations and proposals